The Evolution of Distance Learning

Before examining the tools available and under construction for the distance education
market, it is important to understand what that market is, and how it is developing.
Over 300,000 people are engaged in distance education in the United States alone
(Chadwick 1995).

2.1 Adult learning
In the past, most distance education focused on adult learners, especially in rural
districts. The largest use was for "short courses to help farmers and small businesses
adapt to new technologies" (Fulton 1992).
This remains the most common usage worldwide.
Estimates of the number of distance learners in China range from one to two million.
Other adult-oriented programs include the entire Open University in the UK, and extensive
programs from Norway to South Africa. (Distance/Faraway 1995)
In recent years, complete post-secondary
degree programs have begun to appear.

2.2 K-12 Education
The most rapidly-growing distance learning sector is the pre-university age group - what
in the U.S. is referred to as K-12. This is usually in the "form of curriculum enrichment
modules and ongoing telecommunications projects" (Sherry 1994)
This is an exploding market, and
Universities are increasingly providing advanced course programs for middle school students
¯ courses for which there is not enough demand at their local school to allocate the
resources, but which can prove profitable when made available to students at all of the
area K-12 schools.

2.3 Disabled and Homebound
Individuals who cannot easily travel, including senior citizens and the disabled, are
natural candidates for distance education. Some people also may not be able to physically
manipulate the technologies required ¯ a situation which will worsen as technologies
evolve, unless specific action is taken to reduce the problems. Devices exist to alleviate
physical barriers, and need to be incorporated in instructional designs.

2.4 Non-Native Language Speakers
Increasing population migration has led to a growth in the numbers of people in all areas
who are non-native language speakers, and who are unable to comprehend the classes normally
on offer. (Day 1994)

2.5 Shift from Industrial to International Service Sector Economy
1956 saw the number of white-collar workers in the U.S. surpassing the number of blue-collar
workers. By 1987, over 50% of the labor force in the U.S. could be categorized as
"information workers." (Baker 1994) This has contributed to
a number of factors which must be
considered:

2.5.1 Changing Work Patterns: There has been an increase in alternative work arrangements,
including flextime and work-at-home arrangements. Coupled with the flattening of
institutional hierarchies engendered by new management theories (e.g. Total Quality
Management), this has led to greater individual responsibility and thus increasing learner
autonomy. To maintain currency, workers increasingly need to collaborate "with widely
dispersed colleagues and peers whom they may never have seen." (Sherry 1994)

One effect has been a strong trend towards having programs delivered to companies,
especially in global corporations. Cathay Pacific airline executives in Hong Kong,
for example, are enrolled in 3-year distance education MBA programs through the University
of Michigan. (Stewart 1995) For many workers, taking a year or
two off from work to go back
to school is an increasingly unacceptable tradeoff. It is much tougher to look for another
job afterwards, despite new training, since the training may not directly relate to the
changes in the job which have come about during those years. (North 1995)

2.5.2 Changing Social Patterns: Traditional desires continue, such as the opportunity
to hear speakers and take courses which would otherwise be unavailable in the local
community. Expanding global awareness has also led to an interest in other cultures
and desire for exposure to different social, cultural, economic, and religious environments.
(Chadwick 1995 - p16)

More significantly, the rising cost of living and tightening labor markets have led to
more two-income families. It is no longer possible for many to return to school while
their spouse works to support the family. And there is an increasing need to balance
academic involvements with work and family commitments. People are less able to pick
up and move for whatever reason.

2.5.3 Changing Education Patterns: Changing work patterns are leading in the direction
of lifetime learning. Increasingly rapid changes in the work environment are bringing
about a need for periodic retraining. There is a growing demand for employees with
diverse and continually evolving skills, unlike the industrial era when the skills needed
for different jobs were relatively fixed. (Toffler 1990)

Adults especially need to be able to begin courses at any time, rather than at the
beginning of the traditional semesters. This usually involves self-paced tutorials,
with some computer interaction (e.g. the continuous registration policy at Athabasca
University). (Howard 1993)

Many of these patterns result in distance learners who are older than traditional campus
students, and "they are usually self-directed, experienced, and motivated by extrinsic
factors such as job promotion and salary" (Knowles in Howard 1993)

All of these developments are also leading to a growing social acceptance of distance
education.